Sustaining a Sense of Success: The Protective Role of Teacher Working Conditions during the COVID-19 Pandemic

Kraft, Matthew A.; Simon, Nicole S.; Lyon, Melissa Arnold

doi:10.1080/19345747.2021.1938314

Cited by 74 publications

(72 citation statements)

References 41 publications

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“…The majority of faculty who were family caregivers (particularly females) expressed that the blurring of work and personal boundaries reduced their quality of life. This is supported by Kraft et al (2021) , who presented that female faculty caring for children reported significantly reduced productivity and increased psychological distress compared to faculty without children/male faculty. Recent research studies ( Lovrić et al, 2020 ; Bdair, 2021 ; Suliman et al, 2021 ; Wallace et al, 2021 ) supported our findings that many participants experienced non-completion, absenteeism and dissatisfaction related to disengagement.…”

Section: Discussionmentioning

confidence: 81%

Nursing students' and faculty members' experiences of online education during COVID-19 across Southeast Asia: A Photovoice study

Kunaviktikul

Ang

Baridwan

et al. 2022

Nurse Education Today

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Section: Discussionmentioning

confidence: 81%

Nursing students' and faculty members' experiences of online education during COVID-19 across Southeast Asia: A Photovoice study

Kunaviktikul

Ang

Baridwan

et al. 2022

Nurse Education Today

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“…RQ1: What changes has teachers' professional role experienced during the COVID-19 pandemic worldwide? ) have shown that with the outbreak of the pandemic, the connotation of the teacher's professional role has undergone a more profound transformation and has become more complex [6,60,[75][76][77][78][79]. With the pandemic of closed schools, teachers began to teach to meet higher quality requirements [80].…”

Section: Resultsmentioning

confidence: 99%

“…RQ2: Are teachers satisfied with their teaching profession during the COVID-19 pandemic worldwide? revealed that teacher's satisfaction levels dropped and found that they were quickly in emotional exhaustion with the advent of the COVID-19 [60,75,76,78,84,[87][88][89][90][91][92]. Although teaching half in-person and half distantly now could accelerate teacher's stress, which was closely linked with changes [93], teachers remained frustrated.…”

Section: Online Learning Guardian Of Emotionsmentioning

confidence: 99%

“…aimed to improve school teacher's satisfaction levels. Teacher's sense of satisfaction could be supported with working conditions [60,75,76,78,84,[87][88][89][90][91][92]. Moreover, keeping their satisfaction could be critical to improving teacher's professional well-being [88].…”

Section: Online Learning Guardian Of Emotionsmentioning

confidence: 99%

“…RQ3: What is the role of digital literacy during the COVID-19 pandemic worldwide? ) revealed that the concept of teacher's digital literacy development has been universally accepted in many countries and expected to be blended correspondingly within school education development with the advent of the COVID-19 pandemic [60,75,76,78,84,[87][88][89][90][91][92]. Many changes adapted gradually to enhance the online educational environment in countries ranging from the United States, China, Spain, Italy, to Canada [99][100][101].…”

Section: Online Learning Guardian Of Emotionsmentioning

confidence: 99%

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Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic

Ming

2022

Sustainability

159

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The COVID-19 pandemic has unexpectedly affected the educational process worldwide, forcing teachers and students to transfer to an online teaching and learning format. Compared with the traditional face-to-face teaching methods, teachers’ professional role, career satisfaction level, and digital literacy have been challenged in the COVID-19 health crisis. To conduct a systematic review, we use critical appraisal tools from the University of the West of England Framework We removed the irrelevant and lower-quality results to refine the results and scored each selected paper to get high-quality studies with STARLITE. The number of finally included studies is 21. We used the PICO mnemonic to structure the four components of a clinical question, i.e., the relevant patients or population groups, the intervention (exposure or diagnostic procedure) of interest, as well as against whom the intervention is being compared and considered appropriate (outcomes). We formulated five research questions regarding teachers’ professional role, satisfaction, digital literacy, higher educational practice, and sustainable education. The study found that teachers’ professional roles changed complicatedly. Moreover, they were assigned more tasks during the online teaching process, which also implicated a decline in teachers’ satisfaction. After the COVID-19 pandemic, it is necessary to conduct a blended teaching model in educational institutes. Teachers should have adequate digital literacy to meet the new needs of the currently innovative educational model in the future. In addition, the study reveals that teachers’ digital literacy level, career satisfaction, and professional role are significantly correlated. We measured to what degree the three factors affected the online teaching and learning process. Ultimately, the study may provide some suggestions for methodological and educational strategies.

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Impact of work schedule characteristics on teacher mental health and burnout symptoms while remote working

Cavallari,

Garza,

Charamut

et al. 2023

American J Industrial Med

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BackgroundDuring the COVID‐19 pandemic, teachers quickly shifted to remote teaching with many teachers experiencing increased work demands with limited resources, affecting both mental health and work.MethodsWithin a cross‐sectional study, we evaluated the relationship between one type of work demand, non‐standard work schedule characteristics, and depressive and burnout symptoms in kindergarten through 8th grade U.S. teachers working remotely in May 2020. We further assessed the impact of COVID‐19 and work resources. Work schedule characteristics were self‐assessed across six domains on a 5‐point frequency scale from always (1) to never (5). We used multilevel Poisson models to calculate prevalence ratios (PRs) and 95% confidence intervals (CIs).ResultsIn fully adjusted models, frequently working unexpectedly was associated with a higher prevalence of depressive symptoms (PR = 1.18, 95% CI = 1.07–1.31, p < 0.01), high emotional exhaustion (PR = 1.17, 95% CI = 1.05–1.30, p < 0.01), and high depersonalization (PR = 1.40, 95% CI = 1.02–1.92, p = 0.03). Remote work resources were significantly associated with a lower prevalence of depressive symptoms (PR = 0.88, 95% CI = 0.79–0.98, p = 0.02). There was a linear association between low coworker support and a low sense of personal accomplishment (PR = 0.68, 95% CI = 0.53–0.87, p < 0.01).ConclusionsFrequently having to work unexpectedly while remote teaching was associated with symptoms of depression and burnout during the COVID‐19 pandemic. Workplaces should support predictable working times to lessen the disruption caused by unexpected work to promote worker well‐being.

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Sustaining a Sense of Success: The Protective Role of Teacher Working Conditions during the COVID-19 Pandemic

Cited by 74 publications

References 41 publications

Nursing students' and faculty members' experiences of online education during COVID-19 across Southeast Asia: A Photovoice study

Nursing students' and faculty members' experiences of online education during COVID-19 across Southeast Asia: A Photovoice study

Teachers’ Satisfaction, Role, and Digital Literacy during the COVID-19 Pandemic

Impact of work schedule characteristics on teacher mental health and burnout symptoms while remote working

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